VALIDITY AND RELIABILITY OF REBT MODULE CREATIVE … · 2020. 12. 9. · that REBT is in line with...

Volume 5 Issue 37 (December 2020) PP. 283-296

DOI 10.35631/IJEPC.5370023

Copyright © GLOBAL ACADEMIC EXCELLENCE (M) SDN BHD - All rights reserved

283

INTERNATIONAL JOURNAL OF

EDUCATION, PSYCHOLOGY

AND COUNSELLING

(IJEPC) www.ijepc.com

VALIDITY AND RELIABILITY OF REBT MODULE CREATIVE

GUIDANCE ON IRRATIONAL THINKING, AGGRESSIVE

BEHAVIOR, AND SELF-ESTEEM

Ibrahim Abd Ghani1*, Norsayyadatina Che Rozubi2

1 Universiti Pendidikan Sultan Idris, Malaysia

Email: [email protected] 2 Universiti Pendidikan Sultan Idris, Malaysia

Email: [email protected] * Corresponding Author

Article Info: Abstract:

Article history:

Received date:04.10.2020

Revised date: 10.11.2020

Accepted date: 25.11.2020

Published date: 08.12.2020

To cite this document:

Abd Ghani, I., & Che Rozubi, N.

(2020). Validity And Reliability Of REBT Module Creative Guidance On

Irrational Thinking, Aggressive

Behavior And Self-Esteem.

International Journal of Education,

Psychology and Counseling, 5 (37),

283-296.

DOI: 10.35631/IJEPC.5370023.

This work is licensed under CC BY 4.0

Rational Emotive Behavioural Therapy (REBT) Module - Creative Guidance

is designed to prevent irrational thoughts, lower aggressive behavior, and

increase self-esteem. This module contains seven sub-modules based on

behavioral approaches based on the theory of Rational Emotive Behavior

Therapy (REBT) by Albert Ellis (1955) and integrated with creative Guidance.

It combines elements of Music, technology, and play. To measure the validity

of the content, the certification method by five experts was used while 40

primary school students aged 11 years were selected to follow the guidance

program using this module. It is run for two weeks in a row. The findings of

the study show that the REBT-Creative Guidance Module has a content

validity index value of 80%., The cost of Cronbach's Alpha coefficient of

Creative REBT-Guidance Module is high at .978. Reliability with an

amount.930 In conclusion, new contributions to guidance and counseling

teachers in Malaysia. It is also suitable for use in a local context focused on

primary school students. Counselors can also use this module, Teachers or

facilitators as one of the alternative interventions for primary school students

throughout Malaysia, especially on the Development and Development of

Student Personality, Improving Student Discipline, Improving Student Careers

and Psychosocial and Mental Well-Being.

Keywords:

Validity, Reliability, REBT Module-Creative Guidance

http://www.ijepc.com/https://creativecommons.org/licenses/by/4.0/?ref=chooser-v1


DOI 10.35631/IJEPC.5370023


284

Introduction

A holistic educational approach needs to be applied to apply knowledge, values , and skills in

pedagogy, cognitive, affective, and psychomotor aspects. Through Education Aspirations

2018-2023, - The Balance of the head, hand, and heart of the Ministry of Education Malaysia

(MOE). Through these aspirations, 3M emphasizes, that is, Human, humanizing students and

Shaping personality through the education system as a whole. It focuses on Humanizing

Students, Shaping Personality, as Contained and Educational Aspirations 2018-2023.

The need for valuable relationships in schools is significant in producing a high moral

generation. Lately, it has often been saying about the aspect of becoming a student. Through

the Engineering of Counseling and Counseling Services, which outlines some elements that

need to be considered in the implementation of services towards that. Among them is Student

Personality Development and Development, Improving Student Discipline, Improving Student

Careers, and Psychosocial and Mental Well-Being of Students.

Thus, a module using a guidance and counseling approach was developed to address the issue

of self-development known as the REBT-Creative Guidance Module. It’s because according

to Azrinawati et al. (2013), some essential factors on achievement are demographic aspects,

motivation, and learning strategies. The cause is a characteristic of students that dominates

internal factors.

They are taking into account the noble intentions of the Ministry of Education Malaysia (MOE)

on the role and function of Guidance and Counseling teachers themselves in helping

relationships. The need especially for search, exploration of new interventions in assisting

relationships in requirements to be adapted to the current situation. It’s because conventional

methods of oral intervention are said to have less impact on solving disciplinary problems in

terms of student behavior.

Theoretical aspects, seen through the theoretical approach of Rational Emotive Behavioral

Therapy (REBT) In addition to adults, children also face issues and irrational thinking. Elbert

Ellis pioneered Rational Emotive Behavioral Therapy (REBT) for children and adolescents in

the mid-1950s. The diversity of helping relationships is also seen from a creative aspect.

Through new approaches such as creative Guidance, an adaptation of musical elements, and

the use of technology. Various Techniques in this helping relationship and embroidered with

the right and appropriate theory can help make guidance services in schools, exceptionally

primary schools more flexible and achieve objectives.

The REBT-Creative Guidance Module is based on the Rational Emotional Behavior (REBT)

approach introduced by Albert Ellis in 1955. This approach emphasizes that an individual's

cognitive aspects influence emotional and behavioral factors as well as interrelated (Ellis,

Shaughnessy & Mahan, 2003; Wallen, DiGiuseppe & Dryden, 1992). While Alternative

Guidance, especially Creative Guidance is very necessary, where Guidance and Counseling

teachers in Malaysia who face a variety of client backgrounds, explore various methods and do

not rely only on conventionally that is just talking, (Azizah 2015). Guidance services,

especially for primary schools, especially those involving Alternative Guidance such as Art

Therapy, Creative Guidance, Play Therapy, are considered something new. It needs to be


DOI 10.35631/IJEPC.5370023


285

further developed by conducting other studies that have not yet been explored (Norsayyiditina,

2017).

Creative Guidance in Malaysia is one of the alternative mediums for Guidance and Counseling,

especially in primary schools. It is through this medium that will be applied in the

implementation of the study in dealing with disciplinary issues. Part of the Creative Guidance

element is Music. David Adward (2004)

According to Cathy. A Malchiodi, (2005), also describes music therapy as part of Creative

Therapy, where the effect is very complimentary, especially, in changing behavior,

psychology, and ability to socialize. What is interesting here is adapting music therapy as a

medium of Guidance. Looking at it psychosocially, it connects my behavior in mixing, in

emotions it helps to stabilize emotions, as well as in communication, it helps to build

relationships. For the cognitive, as a means of communication, and emotionally, for a sense of

security, (David Adward, 2004). Music therapy is something magical that is widespread,

something that is natural, flexible all accustomed to Music, and it is an option. The Music

consists of, singing, listening, playing, and movement (Deb Del Signore, Rebecca Froman,

Erica Hornthal, 2012).

With the effort to integrate the concept of REBT with Creative Guidance, it can produce skill

in solving problems comprehensively from various aspects of behavior, emotional and

spiritual. REB Guidance Module

Research Objective

This study was conducted to:

(i) Measure the validity value of the content of the REBT Guidance Module-

Creative Guidance.

(ii) Measure the reliability value of the REBT Module-

Creative Guidance.

(iii). Testing the Validity and Readability of the REBT -Creative Guidance module for children.

Literature Highlights

The use of Rational Emotive Behavioral Therapy (REBT) theory ends in helping to solve

various social problems related to behavior. Especially involving children. (Bernard, 2006).

However, continuous improvement must be implemented by combining creative elements so

that REBT is in line with the needs of primary school students in Malaysia, especially in this

era of technological development. In line with the view that to be successful, REBT clan

specialists need to take into account different cultures, different clients, and various types of a

person's problems (Criddle, 2007).

Although REBT emphasizes the emotional, thought, and behavioral aspects, but REBT only

focuses on the element of thinking that is the belief system "belief system" (irrational thinking

to rational thinking). In this theory, the focus is on rationalizing irrational thinking. It assumes

that correcting belief systems alone is enough to produce good behavior. According to

Mohammad Nasir (2006), REBT theory develops through various approaches to cognitive

behavioral therapy. To this day, REBT has become one of the most popular therapeutic

approaches because it has a positive impact on clients and saves costs and time. Cognitive-


DOI 10.35631/IJEPC.5370023


286

behavioral therapy is derived from learning theory based on the techniques and procedures

used. Thus, there is no specific theory underlying the practice of new behavior therapy (Corey,

2004). Behavioral therapy is a clinical orientation practice based on experimental approaches

in studying behavior (Abdul Malik, 2004).

Alternative Guidance, especially Creative Guidance is essential, where Guidance and

Counseling teachers in Malaysia who face a variety of client backgrounds, explore various

methods and do not rely only on conventionally that is just talking, (Azizah 2015). Guidance

services, especially for primary schools, especially those involving Alternative Guidance such

as Art Therapy, Creative Guidance, Play Therapy, are considered something new. It needs to

be further developed by conducting other studies that have not yet been explored

(Norsayyiditina, 2017).

Creative Guidance in Malaysia is one of the alternative mediums for Guidance and Counseling,

especially in primary schools. It is through this medium that will be applied in the

implementation of the study in dealing with disciplinary issues. Part of the Creative Guidance

element is Music. David Adward (2004). According to Cathy. A Malchiodi, (2005), also

describes music therapy as part of Creative Therapy, where the effect is very complimentary,

especially, in changing behavior, psychology, and ability to socialize. What is interesting here

is adapting music therapy as a medium of Guidance. Looking at it psychosocially, it connects

my behavior in mixing, in emotions it helps to stabilize emotions, as well as in communication,

it helps to build relationships. For the cognitive, as a means of communication, and

emotionally, for a sense of security, (David Adward, 2004).

Music therapy is something magical that is widespread, something that is natural, flexible all

accustomed to Music, and it is an option. The Music consists of, singing, listening, playing,

and movement (Deb Del Signore, Rebecca Froman, Erica Hornthal, 2012). Modules need to

be validated to measure the accuracy of a measure used. The validity of the module aims to

ensure that the measurements or indicators used to contain all the features or ideas that must

be present in the measured concept (Sabitha, 2006). Therefore, the validity of a module refers

to the accuracy of the concept and content of a module. According to Rusell (1974), the fact of

the module for evaluation is as follows: a) meet the target population, b) the teaching situation

or method of implementation of the module is appropriate, c) the time allotted to carry out a

process of implementation of the module is sufficient, d) improving student achievement in

targeted aspects, and, e) modules successfully change students' attitudes towards more

outstanding excellence. Therefore, the validity of the module must contain the above

characteristics.

The validity of a measuring instrument refers to the extent to which the tool measures data

properly (Paul & Jeanne, 2005; Anastasi, 1982). Validity is used to measure the accuracy of a

measure used in the study. It aims to determine whether the extent or indicator used contains

all the features or ideas that should be present in the measured concept (Sabitha, 2006). The

validity feature in a measuring device refers to the degree to which it can measure what should

be measured (Abd Rashid & Siti Rahayah, 2001; Md Noor (2012).

According to Sidek & Jamaludin (2005), a measuring instrument is considered the same

meaning as a module. It is because measurement tools and modules are tools, resources,


DOI 10.35631/IJEPC.5370023


287

materials that guide a module builder to obtain various information and data related to the

study, and research to be done. The validity of a module will describe the extent to which the

results should be achieved. It means that the module needs to have objectives that the researcher

wants to measure.

In addition to validity, the reliability of a module is determined when the respondent can master

the objectives and can also follow the steps for each activity in the module implemented

effectively. According to Rusell (1947); Sidek and Jamaludin (2005) and Md Noor (2012), the

instrument of evaluating the effectiveness and completeness of the module can be made in two

ways, namely, through item questions created based on objectives and both item questions

based on the activities stated in each module activity.

Reliability means the consistency of the sample studied. In other words, reliability is a test that

has high reliability if the same score is obtained from different individuals (Sidek, 2002).

According to Muhammad Aziz Shah (2010), the reliability of a module refers to the consistency

and stability of a module in treating what should be treated as in the objective of a module.

Therefore, it is clear, according to Rusell (1974), testing the reliability of a module can be seen

through the extent to which students can follow the content of a module.

Methodology

This study uses a descriptive design of a quantitative approach involving content validity

analysis and reliability analysis. According to Mohd Majid (2009), descriptive research is

suitable to be used to describe the current situation of a phenomenon that is happening, get a

perfect explanation, and explore areas that have not been studied to get accurate information.

In this study, researchers have used the recommendations of field evaluators (Creswell, 2005;

Christensen 2004; Sekaran, 2000; Mohd Majid Kontang, 2009) to determine the validity of the

content of the REBT-Creative Guidance Module.

In this study, there are two methods of validity conducted, namely the validity of the face and

the validity of the content by external critics (external criticism). Face validity is done to see

aspects of module comprehension and language accuracy, while content validity is done

through expert verification to view content. Researchers refer to expert panels a total of five

people to determine the validity of the REBT-Creative Guidance Theory Module.

Before the evaluation form is given to the expert panel, the researcher has made a complete

copy of the REBT-Creative Guidance Module book containing the introduction, general

objectives of the module, theoretical basis, overall content, and module attachments provided

for review, evaluation, and suggestions for improvement by the panel expert. A set of module

content validity instruments based on the views of Rusell (1974), was also given to experts to

determine the content level of the REBT-Creative Guidance Module. In the REBT-Creative

Guidance Module, the researcher has set.

Study Subjects

The study subjects to assess facial validity consisted of 5 experts in the field of counseling—

four people from 4 local universities. One of them is the REBT module builder, one from the

Ministry of Education, one from the secondary school who is also the REBT module builder.

A person from the District Education Office is an expert who has served in primary schools.


DOI 10.35631/IJEPC.5370023


288

And Module Builder. The selection of experts is explicitly seen for primary schools and the

field of Specialist education selected to assess the modules and research tools, as in Table 1.

Table 1: List of Module Item Valuation Names Confirmation Billing Profile of

Institutions of Expertise

Bill Names Institutions Expertise

1

2

3

4

5

Dr. (University Lecturer)

Dr. (University Lecturer)

Dr. (Guidance And Counseling)

Dr. (Secondary School)

Dr. (Deputy Director)

UTM

UMT

KPM

SMK

PPD

Psychology and Counseling

REBT Module Develop




REBT Module Develop


Module Develop

Researchers have prepared a set of evaluation forms for experts to evaluate. There is a scale

for evaluation of ten optional points such as; 1 (strongly disagree) to 10 (strongly agree). To

determine the validity of the module content, the total score completed by the expert (x) will

be divided by the total actual score (y) and multiplied by one hundred. If the total score value

is 70% and above, it indicates that a module has high content validity and is considered to have

mastered or achieved a high level of achievement (Tuckman, 1998; Abu Bakar, 1995; Sidek &

Jamaludin, 2005). The formula is as follows.

Number of Experts (x)

------------------------------ x 100% = Content Validity Mastery Level

Total Actual Score (y)

Meanwhile, to determine the reliability of the REBT-Creative Guidance Module, the researcher

has distributed module reliability instruments to 40 students as pilot study respondents (pilot

study). The background of the students involved is from students who have disciplinary

problems at school. The module reliability instrument is given to the students after they follow

each activity in the module. The instrument was analyzed to obtain a reliability value using

Cronbach's alpha coefficient method.

Result

Module Content Validity

Table 2 shows the Content of the REBT Discipline Enhancement Module Creative Guidance

Approach to Irrational Thinking, Aggressive Behavior, and Self-Esteem. This primary school

student meets the target population of 82%. Contents of the REBT Discipline Enhancement

Module The Creative Guidance Approach to Irrational Thinking, Aggressive Behavior, and

Self-esteem of these primary school students can be implemented correctly. 82%. Contents of

the REBT Discipline Enhancement Module Creative Guidance Approach to Irrational

Thinking, Aggressive Behavior, and Self-Esteem of these primary school students following

the allotted time, 88%. Contents of the REBT Discipline Enhancement Module Creative


DOI 10.35631/IJEPC.5370023


289

Guidance Approach to Irrational Thinking, Aggressive Behavior, and Self-Esteem This

primary school student can increase the level of individual thinking skills more effectively by

84%. REBT Discipline Enhancement Module Training Content Creative Guidance Approach

to Irrational Thinking, Aggressive Behavior, and Self-Esteem This primary school student can

change thinking skills to be more excellent 82%.

Overall, the views from the panel of experts indicate that the content of the REBT-Creative

Guidance Module is acceptable. It shows that the REBT-Creative Guidance Module has been

given a moderate assessment by experts and is suitable for implementation. Findings from

expert evaluation based on content validity questionnaire by Rusell (1974), which has been

modified by Jamaludin (2002).

Table 2: Validity Value of REBT Module-Creative Guidance Expert Assessment

BIL Statements % View

1 Content of the REBT Discipline Enhancement Module

Creative Guidance Approach to Irrational Thinking,

Aggressive Behavior, and Self-Esteem This primary

school student meets the target population.

82% Accepted

2 Contents of the REBT Discipline Enhancement Module

The Creative Guidance Approach to Irrational Thinking,

Aggressive Behavior, and Self-Esteem of these primary

school students can be implemented correctly

82% Accepted



Aggressive Behavior, and Self-esteem of these primary

school students following the allotted time.

88% Accepted




school student can improve the level of individual thinking

skills more effectively.

84% Accepted

5 Training Content REBT Discipline Enhancement Module

A Creative Guidance Approach to Irrational Thinking,


school student can change their thinking skills to excel.

82% Accepted

Table 3. The validity of Sessions and Activities of REBT Guidance Module - Creative

Guidance based on expert evaluation. Based on Table 3, shows the total expert score of the

suitability of sessions and activities is 89.8%. Activity 1: I am passionate1 with a score of 84%.

Activity 2: I am passionate, 2 with a score of 82%.Activity 3: Facial expression with a score of

84%.Activity 4: Introduction to the concept of REBT with a score of 86%.Activity 5: I believe,

with a score of 80%.Activity 6: my heart with a score of 84 %.Activity 7: My Favorite Face


DOI 10.35631/IJEPC.5370023


290

with a score of 84%.Activity 8: who am I with a score of 84%.Activity 9: Face Balance with a

score of 80%.Activity 10: my real face with a score of 82%.Activity 11: I am ok with a score

of 80 %. Activity 12: I Changed with a score of 80%. Activity 13: Survival with a score of

82%.Activity 14: Summary with a score of 86%. The overall findings can be seen based on

table 3 below.

Table 3: The Validity of Sessions and Activities of REBT Guidance Module - Creative

Guidance Expert Assessment

Bil Session Activity % Expert

Views

1.

2.

3.

4.

5.

6.

7.

8.

Session1: Introduction to

Building Relationships

Session 2: Stage A (Activating

Event) Events / Events +

Creative Guidance

Session 3: Stage B (Believe

Evolution System) Belief

System + Creative Guidance

Session 4: Stage C

(Consequences)

Psychological Effects +

Creative Guidance

Session 5: Stage D (Dispute)

Challenging + Creative

Guidance (Challenging

Irrational, Aggressive Belief

System and Appreciation

Session 6: Stage E (New

Effect) (New Belief + Self-

Reflection)

Session 7: Stage F) New

Feeling + New Goal

Session 8: Termination of

Activity 1: I am passionate1

Activity 2: I am passionate 2

Activity 3: Facial Expression

Activity 4: Introduce REBT

concepts

Activity 5: I believe

Activity 6: my heart is

Activity 7: My Favorite Face

Activity 8: who am I

Activity 9: Face Balanced

Activity 10: my real face is

Activity 11: I am ok

Activity 12: I Changed

Activity 13: Surfing Life

Activity

14: Summary

84%

82%

84%

86%

80%

84%

84%

84%

82%

80%

80%

82%

82%

86%

Accepted

Accepted

Accepted

Accepted

Accepted

Accepted

Accepted

Accepted


DOI 10.35631/IJEPC.5370023


291

Table 4: Feedback Findings and Comments for Improvement by Experts

Expert Comment and Improvements

1

2

3

4

5

The contents of the REBT Module need to be deleted in the exercise. Good

activity

Needs to be streamlined in writing and modules meet standards.

Various activities to hone thinking skills.

Implementation should take into account the suitability of the student's cognitive

level

Good and follow the Steps in REBT

Table 4 shows the comments and suggestions submitted by experts. The researcher has made

improvements on the recommendations of the expert panel to achieve the objectives of the

study.

Module Reliability

The reliability determination process of the REBT-Creative Guidance Group Module was

carried out on 40 Year 5 students in a selected school. The coaching process was conducted

during the eight meetings. After that, the reliability instrument of the REBT-Creative Guidance

module is given to the student after following each activity in the module. The instrument was

analyzed to obtain a reliability value using Cronbach's alpha coefficient method. Table 5 shows

the reliability values based on the sessions and activities of the REBT-Creative Guidance

REBT-guidance module.

Table 5: Reliability Values Based on Sessions and Activities of the REBT-Creative

Guidance Module


DOI 10.35631/IJEPC.5370023


292

Based on Table 5, the first session shows an alpha value of .82, the second session .73, session

third .60, fourth .80, fifth session .88, sixth session .88, seventh session.88 and last session .78.

This shows that the overall alpha value for each session is found to be moderate and can be

suitable for use in conducting coaching activities. Table 6 shows the pilot study of modules for

all sub-sub-modules of REBT-Creative Guidance. The coaching session process took place

over eight meeting sessions, including an introductory briefing. Each meeting takes three hours.

This session is conducted in the therapeutic room.

Table 6: Module Pilot Study

Alpha Value Total item Number sample

.930 14 40

Based on Table 6 results of all sub-sub-modules REBT Guidance- Creative guidance pilot

study involving 40 students as this study with 14 total question items built based on module

activities get results that are alpha value

.930.

Discussion

Measurement tools and modules are tools, resources, materials that guide researchers in the

construction of modules to obtain various information and data related to the study or research

to be done, Russell (1974) presented by Sidek & Jamaludin (2005). Something that a measuring

instrument is said to have the same meaning as a module. Module validity means the results

achieved to the module. The module should have the objectives that the researcher wants to

measure through the evaluation of the evaluator experts who have been appointed. The results

of the expert validity for this creative REBT-Guidance Theory Module have gained high

validity. This high validity is seen to be able in shaping the system of thinking, behavior,

students' self-concept towards a more positive direction. Validity results with 70% achievement

are considered to have mastered or achieved the desired level of achievement, Tuckman (1998)

and Abu Bakar Nordin (1995).

Judging from the Analysis, the REBT-Creative Guidance Theory Module reaches more than

80%. It means that this tool can measure all the contents and content of the field studied

effectively (Mohd Majid, 1998). Besides, the validity of the content of a measuring instrument

also depends on the scope and objectives of the field studied. Where the validity of an

instrument, refers to the extent to which an instrument has measured what should be measured.

Alias (1992); Creswell (2002, 2005,2010); Pallant (2001); Tuckman (1999).

In terms of reliability, the findings of the study have also shown that the reliability of the REBT

Creative Guidance Theory Module as a whole is high, namely .930. If the reliability value

obtained is high, at least 0.60, it means that the module or measuring instrument has the right

level of consistency Kerlinger (1979) and Mohd Majid (2000). What is clear if seen based on

the findings of validity and reliability that has been made shows the REBT-Creative Guidance

Module is acceptable and reliable. This module can also be used in the field of study as a form

of intervention in improving rational thinking, reducing aggressive behavior and self-esteem

among primary school students


DOI 10.35631/IJEPC.5370023


293

Conclusion

Overall, it can be concluded that the REBT-Creative Guidance Module is a new form of

innovation for guidance and counseling teachers for primary schools in Malaysia. The results

of the study conducted by the researcher showed that the REBT-Creative Guidance Module

that was built based on the REBT Theory by Albert Ellis (1955) and the Creative Guidance has

high validity and reliability. It is also seen as suitable for use in the local context, especially for

primary school students aged from 7 years to 12 years. This built-in module can also be used

easily by registered guidance and counseling teachers as well as those only appointed by the

Ministry of Education Malaysia. Regular teachers or facilitators can also implement it. They

are not in the field of counseling as a tool to help in the relationship to help It because it is seen

that the operating rules are quickly accompanied by the technology and materials available. In

the meantime, this module is also seen as an alternative tool of intervention for high school

students as well as students in institutions of higher learning who have irrational thinking,

aggressive behavior, and low self-esteem. It is suggested that a more comprehensive study in

the form of quasi-expiratory studies should be conducted on children aged 6 to 12 years to see

the effectiveness of the creative REBT-Guidance Module Module specifically for guidance and

counseling practitioners dealing with child clients.

Reference

Abdul Malek Abdul Rahman. (2004). Kesan Kaunseling kelompok tingkah laku kognitif dalam

merawat tingkah laku lansung buli di kalangan pelajar sekolah menengah. Tesis Dr.

Fal. Universiti Kebangsaan Malaysia, Bangi.

Abdul Rashid Johar & Siti Rahiyah Ariffin (2001). Isu pengukuran dan penilaian pendidikan.

Bangi: Fakulti Pendidikan Universiti Kebangsaan Malaysia.

Adcock, S. S., Webster, S. M., Leonard, L. G. & Walker, J. L. (2008). Benefits of a holistic

group counseling model to promote wellness for girls at risk for delinquency: An

exploratory study. Journal of Humanistic Counseling, Education & Development, 47.

Ahmad Jazimin (2008). Penggunaan terapi reality dalam kalangan kaunselor di Malaysia.

Tesis DoktorFalsafah yang tidak diterbitkan, Bangi: Universiti Kebangsaan Malaysia.

Ann Vernon And Michael E. Bernard( 2006) Applications of REBT in Schools: Prevention,

Promotion, Intervention.

Ann Vernon And Michael E. Bernard( 2006) Applications of REBT in Schools: Prevention,

Promotion, Intervention.

Anastasi, A. (1982). Psychological testing. Ed ke-5. New York: Mc Millan Publishing Co. Inc

Arzemi Bin Shaari.( 2014). Kesan Kaunseling Individu Terapi Emosi dan Tingkahlaku,(

REBT)Kaunseling sedia ada (KSA) dan Kumpulan kawalan ( KK) Terhadap

Tingkahlaku Agresif Murid sekolah Menengah.

Azizah Abdullah KB, P. A., [email protected], S. of E., & Email: M. L. U. U. M. (2018).

Creative Arts and Play Therapy Practices in the Helping Profession By.

Aziz, R. A., & Mohamad, Z. (2015). Terapi Seni Ekspresif Sebagai Intervensi Kaunseling

Dalam Memangkinkan Strategi Daya Tindak Ibu Tunggal Rosliza Abd Aziz, (1993).

Azizi Yahaya, & Rohaya Ahmad. (2010). Faktor-Faktor Penyebab Masalah Disiplin Di

Sekolah. …-Faktor Penyebab Masalah Disiplin Di Sekolah, (1965). Retrieved from

http://eprints.utm.my/10404.

Bahagian Pengurusan Sekolah Harian,Kementerian Pendidikan Malaysia,( 2012),Surat Siaran

KPM Bil.12 Tahun 2012:Perekayasaan Perkhidmatan Bimbingan Dan Kaunseling di

Sekolah .


DOI 10.35631/IJEPC.5370023


294

Bahagian Pengurusan Sekolah Harian,Kementerian Pendidikan Malaysia,( 2017), Pengurusan

Dan Pematuhan Dasar-dasar,Perkhidmatan Bimbingan Dan Kaunseling,Kementerian

Pendidikan Malaysia Di sekolah- sekolah Menegah Dan Rendah.

Bimbing Pelajar Bermasalah Bukan Terus Dibuang-Mohamad Hasan.( 2018,March 14) Utusan

Malaysia.

Cathy A.Malchiodi ( 2005), Expressive Therapies, History, Theory, and Practice.

Chang, L.H., Mohd Faris Dziauddin., Baharuddin Jabar., Mohd Noor Daud., Nurul Firdaus

Abd Rahman dan Zainuddin Othman. (, 2014). Social science literacy among form four

students in Malaysian secondary schools. Journal of Research, Policy & Practice of

Teachers & Teacher Education, 4(2), 59-72.

Creswell, J. W. (2005). Educational research: Planning conducting and evaluating

quantitative and qualitative research. New Jersey: Pearson Education, Inc.

Christensen, L.B. (2004). Experimental methodology (9th ed.). Boston: Pearson Education, Inc.

Ellis, A. (1955). Teknik-teknik Konseling Jakarta: PT.Merdika.

Danial David,Aurora Szentagotai, Viorel Lupu,Doina Cosman (2008).Rational emotive

behavior therapy, cognitive therapy, and medication in the treatment of major

depressive disorder: a randomized clinical trial, posttreatment outcomes, and six‐month

follow‐up

David Edwards ( 2004 ) Creative Therapies in Practise.SAGE Publications.

Deb Del Signore, Rebecca Froman, Erica Hornthal,( 2012 ), Exploring Creative Arts Therapies

Ellis, D. J., & Ellis, A. (2015). Rational Emotive Behavioural Therapy: The Evolution of a

Revolution. Europe's Journal of Psychology, 11(1), 7–15.

Ellis, A., & Harper, R. A. (1997). A guide to rational living (3rd ed.). Chatsworth, CA:

Wilshire.

Ellis, A., & Dryden, W. (2007). The practice of rational emotive behavior therapy (2nd ed.).

New York, NY: Springer Publishing Company.

Ellis, A. (1958). Rational psychotherapy. Journal of General Psychology, 59, 35-49.

Ellis, A., Shaughnessy, M.F., & Mahan, V. (2003). An interview with Albert Ellis about

rational emotive behavior therapy. North American Journal of Psychology, 4(3), 355-

356.

Grey, E. (2010). Use your brain: A neurologically driven application of REBT with children.

Journal of Creativity in Mental Health, 5(1), 54–64.

Gladding, S.T. (2003). Group Work. A counseling specialty. Ed, ke 4. New York: Mc Millan

Publication.

Houghton Mifflin. Tuckman, B.W. (1988). Conducting Education Research, 3rd Edition. New

York: Harcourt Brace Jovanovich, Inc.

Ibrahim Mohamed Zain (2007). Membina dan mengesahkan instrument

pentaksirankecerdasan pelbagai.Tesis Doktor Falsafah yang tidak diterbitkan. Bangi:

Universiti Kebangsaan Malaysia.

Ida Hartina Ahmed Tharbe. (2006). Memimpin counseling kelompok. Batu Caves: PTS

Professional Sdn Bhd

Izam Shah Basiron. 2007. Perisian permainan pengembaraan multimedia: edutainment dalam

pendidikan Agama Islam sekolah rendah. Tesis Sarjana, Fakulti Teknologi dan Sains

Maklumat, Universiti Kebangsaan Malaysia.

Kaedah Kaunseling Kurangkan Pelajar Dibuang Sekolah-Mahdhir.( 2017,Okt 23). Astro

Awani.MYT.

Kementerian Pendidikan Malaysia.(2014).Modul Pembimbing Rakan Sebaya.


DOI 10.35631/IJEPC.5370023


295

Kementerian Pendidikan Malaysia.( 2012). Surat Siaran Perekayasaan Bimbingan Dan

Kaunseling Sepenuh Masa.Bil 12/12.

Kementerian Pendidikan Perlu Kekang Gejala Buli-Lee Lam Thy.( 2018,June 30).Berita

Harian.

Jamaluddin Ahmad, Rosdi Yusof & Saifudin Kumar Abdullah. (2009). The reliability and

validity of Tennessee self-concept scale (TSCS) instrument on residents of drug

rehabilitation center. Journal of Social Sciences,10 (3)

Latifah Binti Abdul Majid∗; Wan Nasyrudin Wan Abdullah; Nurul Hidayah Binti Ahmad Zakhi ( 2012 ), Penerapan Nilai Murni Dan Pembentukan Jati Diri Kanak-Kanak

Prasekolah Melalui Penggunaan Multimedia (Integrating Noble Values And Identity

Formation Into Kindergarten Children Through The Use Of Multimedia)Fakulti

Pengajian Islam, Universiti Kebangsaan MalaysiaMohd Majid Konting. (1998).

Kaedah penyelidikan pendidikan, edisi ke 4. Kuala Lumpur. Dewan bahasa dan Pustaka.

Leedy, P.D., & Ormrod, J.E. (2005). Practical research: Planning and design (8th ed.) Prentice

Hall.

Mohd Majid Konting. (2009). Kaedah penyelidikan pendidikan, edisi ke 8.. Kuala Lumpur.

Dewan bahasa dan Pustaka.

Neenan, M. (2008). Tackling Procrastination: An REBT Perspective for Coaches. Journal of

The Academy of Rehabilitative Audiology No.17 Page 317.

Nico, D., & Daprati, E. (2009). The egocentric reference for visual exploration and orientation.

Brain & Cognition, 69, 227–235. doi:10.1016/j.bandc.2008.07.011.

Norsayyidatina Binti Che Rozubi ( 2017), Kesan Program Kesejahteraan Psikologi

Menggunakan Kaedah Bermain Kepada Kanak- Kanak Sekolah Rendah .Fakulti

Pendidikan Universiti Melaya,Kuala Lumpur.

Olivares, R.O., Pino, M. J., & Herruzo, J. (2010). Reduction of disruptive behaviors using an

intervention based on the good behavior game and the say-do report correspondence.

Psychology in the School, 47 (10), 1046-1058.

Ponteng Sekolah Catat Rekod Tertinggi Salah Laku Disiplin 2017.( 2018,March 21). Astro

Awani.MYT.

Rotan Tindakan Terkkhir Pelajar- Kamalanathan.(2018), Astro Awani.MYT.

Rusell, J. D (1974). Modular instruction: a guide to the design, selection, utilization and

evaluation of modular materials. United States: Publishing Company

Rohaya Talib & Mohd Najib. (2008). Pembinaan dan pengesahan instrument bagi mengukur

tahap literasi pentaksiran guru sekolah menengah di Malaysia. (Electronic

Version).http://eprints.utm.my

Sabitha Marican. (2006). Penyelidikan sains sosial pendekatan pragmatic. Batu Caves:

Penerbit EdusystemSdn Bhd.Sekaran, U. (2000). Research methods for business: A

skill building approach. United States of American: John Wiley & Sons, Inc.

Sidek Mohd Noah & Jamaludin Ahmad. (2005). Pembinaan modul: Bagaimana membina

modul latihan dan modul akademik. Serdang: Penerbit Universiti Putra Malaysia

Shertzer, B., & Stone, S. C. (1981). Fundamentals of Guidance (4th ed.). Boston, MA:

Sinar Online, (2018). Kesihatan mental: Mantapkan kecekapan, kemahiran kaunselor.

Sinar Harian. http://www.sinarharian.com.my/edisi/perak/kesihatan-mental-mantapkan-

kecekapan-kemahiran-kaunselor-1.866379.

Shamsiah Bt. Mohd. Amin Shahrulbanun Bt. A.Ghani Azaiah Bt . Ab. Latib ( 2005 ). Konsep

Dan Pelaksanaan Sekolah Selamat Fakulti Pendidikan Universiti Teknologi Malaysia


DOI 10.35631/IJEPC.5370023


296

Unit Hal Murid ( 2017 ). Laporan Salah laku Displin Murid Daerah Gombak,Pejabat Pelajaran

Daerah Gombak.

Utusan Online, (2018). Bimbing pelajar bermasalah bukan terus buang –Mohamad. Utusan

Malaysia.http://www.utusan.com.my/berita/nasional/bimbing-pelajar-bermasalah-

bukan-terus-buang-mohamad-1.627217.

Wallen, S.R., DiGiuseppe, R., & Dryden, W. (1992). A practitioner's guide to rational emotive

therapy (2nded). New York: Oxford University Press.

VALIDITY AND RELIABILITY OF REBT MODULE CREATIVE … · 2020. 12. 9. · that REBT is in line with...

Documents

Transcript of VALIDITY AND RELIABILITY OF REBT MODULE CREATIVE … · 2020. 12. 9. · that REBT is in line with...